ELA/Literacy PARCC Updates The Partnership for Assessment of Readiness for College and Careers 1.

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Presentation on theme: "ELA/Literacy PARCC Updates The Partnership for Assessment of Readiness for College and Careers 1."— Presentation transcript:

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ELA/Literacy PARCC Updates The Partnership for Assessment of Readiness for College and Careers 1

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Goals of This Presentation: Provide an understanding of the PARCC Assessment System for ELA/Literacy Provide an overview of the Evidence-Centered Design and updated documents Updates on the PARCC ELA/Literacy rubric Updates on the PARCC ELA/Literacy reduction in test specifications 2

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Determine whether students are college- and career- ready (CCR) or on track to become CCR Assess the full range of the Common Core State Standards (CCSS) for reading, writing, and language Measure the full range of student performance, including the performance of high- and low-performing students— with a focus on critical thinking Provide data for accountability, including measures of growth Incorporate innovative approaches throughout the system Comparable scores across states Purpose of PARCC Summative Assessments 3

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Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts are the norm (as in an excellent classroom), rather than sets of random questions of varying quality. Texts Worth Reading: The assessments use authentic texts worthy of study instead of artificially produced or commissioned passages. Better Standards Demand Better Questions: Instead of reusing existing items, PARCC is developing custom items to the Standards. Fidelity to the Standards: PARCC evidence statements are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings. PARCC’s Core Commitments to ELA/Literacy Assessment Quality 4

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What’s Next for PARCC Summer/FallWinter/SpringSummerFall PARCC begins building tests Findings from research reported Mid-year assessments available Students take operational tests Performance level cut scores set Results of first operational assessments released Diagnostic assessments available Colleges & universities use scores to place student into credit- bearing courses 6

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A Model for Curriculum Developers and Teachers as well as Assessment Illustrates one way of organizing the content of the standards over the course of the school year Reflects the key shifts in the standards Provides insight into the development of the PARCC Assessment System Presents standards in an integrated fashion Weaves standards into modules that progressively develop student understanding Focuses on essential knowledge, skills, and understandings students must develop for college and career readiness Note: The Frameworks are not a complete guide for curriculum.

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Claims Driving Design: ELA/Literacy Students are on-track or ready for college and careers Students read and comprehend a range of sufficiently complex texts independently Reading Literature Reading Informational Text Vocabulary Interpretation and use Students write effectively when using and/or analyzing sources Written Expression Convention and Knowledge of Language Students build and present knowledge through research and the integration, comparison, and synthesis of ideas MASTER CLAIM MAJOR CLAIMS SUB CLAIMS

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PARCC: Evidences Evidence Tables – Reading Literary and Informational Texts, with Language Vocabulary evidences, at each grade level – Writing, includes progressions of standards from the MCF along with statements of evidence for written expression specs

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Evidence Statements Grade Claim Standards that may be measured to support the claim Each bullet lists an evidence statement that is aligned to the standard next to it and to the claim. Each standard may have (1) or more evidences. To refer to the evidences, the following “code” is to be used until metadata and tagging for these charts is completed. 3.RI5.1 = Grade 3, Reading Information Standard 5, Evidence (1).

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Task Models for PBA Tasks For the ELA/Literacy PBA, all items must align to a task model. Task models identify:task model – The main focus for the task – The ES to be targeted with the PCR item – The ES to be targeted with the EBSR and TECR items – The number of items required for the task

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I.Texts Are Complex: PARCC assessments follow the staircase of text complexity in the CCSS to ensure assessments track student progress each year towards college and career readiness. II.Texts Are Diverse: PARCC texts stem from across the disciplines (e.g. ELA, history, science and technical subjects), are written by authors with diverse backgrounds, reflect the CCSS prescribed balances of literature and informational text, and appeal to a wide range of student audiences. III.Texts Are Authentic: PARCC texts are authentic works of exceptional craft and/or rich repositories of ideas and information rather than commissioned-for-the-test passages lacking sufficient evidence, organization, and style. Five PARCC Criteria for Selecting Texts Worth Reading 30

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IV.Texts Are Paired Effectively: PARCC text pairings, where required by the CCSS, have meaningful and significant points of comparison that invite questions beyond superficial observations. V.Texts Meet Demands of Bias and Sensitivity Guidelines: PARCC texts are carefully vetted to ensure that while they pique student interest and appeal to a wide audience, they avoid highly controversial topics that may be troublesome to students. Five PARCC Criteria for Selecting Texts Worth Reading, cont’d 31

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Passage Length Grade BandMinimum/Maximum Passage Length for Literary and Informational Text/Literary Nonfiction words ,000 words ,500 words **Some types of texts, such as poetry, political cartoons, and advertisements, may fall below the minimum word count. Care must be taken to ensure that these types of texts are robust enough to support a variety of reading comprehension questions.

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PARCC will use the Informational Complexity Analysis Worksheet and the Literary Complexity Analysis Worksheet to provide reviewers with rubrics to analyze text complexity and place a text within a specific grade These worksheets are valuable tools for educators as they analyze texts for use in instruction as well as assessment. Qualitative Measures 35

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Grades 6-11 Grade 6 – 11 English Language Arts/Literacy end-of-year* Revised 1 short literary passage with 5 questions 1 “paired” passage set with 6 questions (paired passage set comprised of two short literary passages, two short informational passages, or a literary and an informational passage) 1 short informational passage with 5 questions 1 long informational passage with 6 questions Total: 4 passage sets, 22 items Original 1 short literary passage with 4 questions 1 “paired” passage set with 6 questions (paired passage set comprised of two short literary passages, two short informational passages, or a literary and an informational passage) 2 short informational passages with 5 questions each 1 long informational passage with 6 questions Total: 5 passage sets, 26 items *All tests will still include some field test questions. 43

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2013 Grade 6 Benchmark Released Item: Vocabulary Which word can best replace the word salvaged as it is used in paragraph 26 of the passage? *A rescued B plucked C bundled D discarded

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Part A What does the word “regal” mean as it is used in the passage? a.generous b.threatening c.kingly* d.uninterested Part B Which of the phrases from the passage best helps the reader understand the meaning of “regal?” a.“wagging their tails as they awoke” b.“the wolves, who were shy” c.“their sounds and movements expressed goodwill” d.“with his head high and his chest out”* Grade 6 Evidence-Based Selected- Response Item #1 50

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2013 Grade 3 Benchmark Released Items: Reading Open Response & Writing Prompt Reading Open Response: Which tree is most important to koalas? Give three details from the passage to show how it is important. Writing Prompt: Your teacher has asked you to write about a time you had fun with a friend. Think about a time that you had fun with a friend. Who were you with and what did you do? Now write about that time. Give enough detail so that your teacher will understand your ideas.

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Grade 3, Item #3 You have read two texts about famous people in American history who solved a problem by working to make a change. Write an article for your school newspaper describing how she and faced challenges to change something in America. – In your article, be sure to describe in detail why some solutions they tried worked and others did not work. – Tell how the challenges each one faced were the same and how they were different.

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Grade 5, Item # 2 Choose the two correct main ideas and drag them into the empty box labeled “Main Ideas.” Then choose one detail that best supports each main idea. Drag each detail into the empty box labeled “Supporting Details.” Possible Main Ideas Possible Supporting Details Jonathan has his own 1000-yard zipline. "In fact, as a tree house architect, Jonathan has built more than 380 custom tree houses across the United States."* Jonathan is an experienced tree house builder.* “Jonathan’s love of tree-house living began when he was a kid.” Jonathan works carefully so that tree houses do not hurt the trees.* "It was the most fun I ever had." Jonathan lived in a tree house when he was in college. "'I build a tree house so it helps the tree,' he says."* Jonathan advises readers to learn the names of trees. "'Walk in the woods and learn the different trees. Spend time climbing and learn how to do it safely.'" Jonathan once built a house in a crab apple tree. “One of his favorite names is ‘Ups and Downs.’” Main Ideas Supporting Details

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ELA/Literacy Practice Tests The online ELA/Literacy PBA 3-11 practice tests were released last spring. They can be accessed at The paper ELA/Literacy PBA practice tests are scheduled to be released in November. The online ELA/Literacy EOY practice tests are scheduled to be released in January. 54